[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593558-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-593558-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","a-guide-for-educators-to-move-beyond-conventional-school-playgrounds-issue-6-abstract","A Guide for Educators to Move Beyond Conventional School Playgrounds - Issue 6 - Abstract","","Despite a growing supply of effective school-based interventions, teacher-focused scholarship on turning promising programs into real classroom and playground practice remains limited. This study provides a social-ecological implementation guide for teachers and evaluates external validity for the Lunchtime Enjoyment Activity and Play (LEAP) intervention. Using RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance), the work reports a two-and-a-half-year mixed-methods process evaluation that confirms LEAP as cost-effective, sustainable, and transferable, supporting multiple social-ecological factors.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-guide-for-educators-to-move-beyond-conventional-school-playgrounds-issue-6-abstract/593558/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-guide-for-educators-to-move-beyond-conventional-school-playgrounds-issue-6-abstract/593558.png","ImageObject",300,407,{"name":42,"@type":43},"Jasmine","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What problem does this research address for teachers?","Question",{"text":62,"@type":63},"The study targets the lack of literature that helps teachers translate promising school-based interventions into real-world practice.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What framework is used to evaluate the LEAP playground intervention?",{"text":67,"@type":63},"The evaluation uses RE-AIM, covering Reach, Effectiveness, Adoption, Implementation, and Maintenance.",{"name":69,"@type":60,"acceptedAnswer":70},"How was the LEAP process evaluation conducted?",{"text":71,"@type":63},"Data were collected over two and a half years using a mixed-methods approach, including a teacher focus group, direct observations, and field notes.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},593558,1792077474,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":112,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":79,"read_time":143,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 39 | Issue 1 | Article 6 |\n| --- | --- |\n| 2014\u003Cbr>A Guide for Educators to Move Beyond Conventional School Playgrounds: The RE-AIM Evaluation of the Lunchtime Enjoyment Activity and Play (LEAP) Intervention\u003Cbr>Brendon P. Hyndman\u003Cbr>RMIT University, [brendon.hyndman@rmit.edu.au](brendon.hyndman@rmit.edu.au)\u003Cbr>Amanda C. Benson\u003Cbr>RMIT University, [amanda.benson@rmit.edu.au](amanda.benson@rmit.edu.au)\u003Cbr>Amanda Telford\u003Cbr>RMIT University, [amanda.telford@rmit.edu.au](amanda.telford@rmit.edu.au) |  |\n\nRecommended Citation  \nHyndman, B. P., Benson, A. C., & Telford, A. (2014). A Guide for Educators to Move Beyond Conventional School Playgrounds: The RE-AIM Evaluation of the Lunchtime Enjoyment Activity and Play (LEAP) Intervention. Australian Journal of Teacher Education, 39 (1).  \n[http://dx.doi.org/10.14221/ajte.2014v39n1.2](http://dx.doi.org/10.14221/ajte.2014v39n1.2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss1/6](http://ro.ecu.edu.au/ajte/vol39/iss1/6)  \nAustralian Journal of Teacher Education  \nA Guide for Educators to Move Beyond Conventional School Playgrounds: The RE-AIM Evaluation of the Lunchtime Enjoyment Activity and Play  \n(LEAP) Intervention  \nBrendon P. Hyndman  \nAmanda C. Benson  \nAmanda Telford  \nRMIT University  \nAbstract: Despite an increase in the provision of effective school-based  \ninterventions in recent times, there is an absence of literature for teachers  \nfocusing on the translation of promising interventions into real-world  \npractice. The aim of this research was to provide a social-ecological guide  \nfor teachers of the external validity of implementing the Lunchtime  \nEnjoyment Activity and Play (LEAP) school playground intervention. This  \nresearch presents the process evaluation of a school playground intervention  \nusing RE-AIM (Reach, Effectiveness, Adoption, Implementation,  \nMaintenance) as the theoretical evaluation framework. Data collection  \nconsisted of a mixed methods approach for two and a half years including a  \nteacher focus group, direct observations and field notes. The process  \nevaluation confirms the LEAP intervention as cost-effective, sustainable and  \ntransferable that is capable of enhancing multiple social-ecological factors  \nwithin a school playground.  \nBackground  \nThe school environment is recognised to be one of the most important settings to develop students’ physical activity (Davison & Lawson, 2006; Ferreira et al., 2007), as students spend a large portion of their day at school. Primary school-aged children are within a ‘critical window’ to establish physical activity behaviour patterns that can track into adulthood (Telama, 2009) . The need for teacher education programs to ensure pre-service teachers are aware of strategies to facilitate childhood physical activity habits is reinforced by physical inactivity (not meeting the physical activity guidelines) accounting for 1.5% to 3.0% of total direct healthcare costs in developed countries (Oldridge, 2008) or an estimated 1.9 million deaths worldwide (Hayman et al., 2007) .  \nA key strategy that teacher education programs should ensure is that pre-service teachers are aware of how to increase physical activity opportunities through non-curricular play during school breaks (Hyndman, Telford, Finch, Ullah, & Benson, 2013a). Primary school students can be engaged in up to 4200 school break periods during primary schooling (3 times per day, 5 days per week, 39 weeks per year, over 7 years) (Stratton, 2000), offering substantial time for students to be physically active. Primary school students aged 5-12 years are estimated to spend at least 30 hours per week attending school and can accumulate up to 35% of their play during school breaks engaged in moderate to vigorous physical activity (MVPA) (Nettlefold et al., 2010). Furthermore, play during break periods has been revealed as the principle source of students’ physic","cbCair77ZoWIydGj","https://ap.wps.com/l/cbCair77ZoWIydGj","pdf",695548,"English","# Abstract\n## Background\n## Rationale for teacher education and non-curricular play\n## Barriers in schools and need for alternative interventions","[{\"question\":\"What problem does this research address for teachers?\",\"answer\":\"The study targets the lack of literature that helps teachers translate promising school-based interventions into real-world practice.\"},{\"question\":\"What framework is used to evaluate the LEAP playground intervention?\",\"answer\":\"The evaluation uses RE-AIM, covering Reach, Effectiveness, Adoption, Implementation, and Maintenance.\"},{\"question\":\"How was the LEAP process evaluation conducted?\",\"answer\":\"Data were collected over two and a half years using a mixed-methods approach, including a teacher focus group, direct observations, and field notes.\"}]","A Guide for Educators to Move Beyond Conventional School Playgrounds - Issue 6 - Abstract | PDF",76]